What you intend the students to learn about this idea.
·The Cell Theory. ·The levels of biological organisation. Atoms are organized into molecules, molecules into organelles, and organelles into cells, cells into tissue etc... ·Cells fall into two broad groups: prokaryotes and eukaryotes. Prokaryotic cells are smaller (as a general rule) and lack much of the internal compartmentalization and complexity of eukaryotic cells (light and electron microscopes). ·Organelles. No matter which type of cell we are considering, all cells have certain features in common, such as a cell membrane, DNA and RNA, cytoplasm, and ribosomes. Eukaryotic cells have a greater variety of organelles and structures. ·Difference between and plant and animal cell. In plants and animals, cells are specialised for particular functions. (Structure of a cell relates to its function). ·Surface-Area to Volume relationships
Why it is important for students to know this.
·The cell is the basic unit of all living things. It is important for students to know this because it is one of the unifying ideas in biology.
·It is important for students to understand that as an organism increases in size; their surface area must increase greatly to maintain adequate levels of exchange. This principle is fundamental to understanding many biological concepts (i.e gas exchange).
·Understanding the function of each organelle creates a foundation to build on new concepts. (i.e. understanding the function of the mitochondria will help students understand why muscle cells contain a lot of mitochondria)
·A recurring theme in biology is how the structure of a cell related to its function. It is important that students grasp this concept.
What else you know about this idea (that you do not intend students to know yet).
·Cell Fractionation ·Detailed descriptions of the structure and function of the cytoskeleton (including microtubules, microfilaments and intermediate filaments) ·Details of the extracellular matrix (ECM) ·Intercellular junctions (tight junction, gap junction and anchoring junction)
Knowledge about students’ thinking /difficulties connected with teaching this idea.
The cell is often presented in textbooks as unrealistic cartoon representations. Therefore, many students find it difficult to grasp the actual microscopic watery environment of the cell.
Some students who have trouble with mathematics may find the surface area to volume relationship difficult. Some textbooks make this concept look a lot harder than it actually is. All the multiplication and ratio conversion may initially throw students off.
Teaching procedures (and particular reasons for using these to engage with this idea).
Heinemann Biology One (4th edition)- eBiology 1 CD: Interactive Tutorial- Cells and organelles. Students can also design their own biological animation. Experiments Nelson Biology VCE Units 1& 2 Student Activity Manual (2009)
Chapter 9- Exchange of gases and transport of materials
Page 96- 98. Cut and Paste Activity This activity challenges students to make original functional anologies between cell structures and everyday objects. The analogies are illustrated by pictures cut from magazines and newspapers. The activity encourages critical thinking by requiring students to clearly state and explain their analogies.
3D Construction Students can use a combination of materials (plasticine, containers, lids, cardboard etc...) to create a 3D construction of a cell. Students must label all parts and include a brief description of the function of each organelle.(Rubric provided) http://www.biologycorner.com/worksheets/cellmodel.html
Venn Diagram Draw a Venn diagram to compare the differences and similarities between plant and animal cells
Worksheets A series of worksheets can be used to consolidated student understanding. Some can be set as homework tasks to reinforce material covered during class. These sites contain numerous worksheets relevant to this area of study (i.e crosswords, fill in the blanks, drawings etc...) http://www.biologycorner.com/worksheets.html http://www.teach-nology.com/worksheets/science/cell/ Heinemann Biology One Student Workbook (4th edition):
Worksheet 3- Matchmaker- the structure of cells
Worksheet 4- The inside story on cell structcure- cells and organelles
Biozone Student Activity Manual (2009 Edition ). Worksheets/pages
The Cell Theory-68
Optical Microscopes-75
Electron Microscopes-77
Bacterial Cells-79
Plant Cells-81
Animal Cells-82
Unicelluar Eukaryotes-83
Identifying cell structures-84
Levels of organisation-105
Specific ways of ascertaining students’ understanding or confusion around this idea (include likely range of responses).
Using biological drawings or 3D constructions teachers and assess students understanding of the cell and all its components. The teacher can look to see if the models are appropriately represented.
The analogy activity can be used to assess whether students have any misconceptions about the functioning of a particular organelle. Sometimes students can make links that are not quite accurate.
Asking direct questions to students is a way to ascertain what students know. Using application questions will help determine the student’s level of understanding Eg. “ Sally why can’t organism rely solely on diffusion to exchange materials with their surroundings?”
Unit 1-
Area of Study 1
BIOLOGY IDEA:
· The levels of biological organisation. Atoms are organized into molecules, molecules into organelles, and organelles into cells, cells into tissue etc...
· Cells fall into two broad groups: prokaryotes and eukaryotes. Prokaryotic cells are smaller (as a general rule) and lack much of the internal compartmentalization and complexity of eukaryotic cells (light and electron microscopes).
· Organelles. No matter which type of cell we are considering, all cells have certain features in common, such as a cell membrane, DNA and RNA, cytoplasm, and ribosomes. Eukaryotic cells have a greater variety of organelles and structures.
· Difference between and plant and animal cell. In plants and animals, cells are specialised for particular functions. (Structure of a cell relates to its function).
· Surface-Area to Volume relationships
· It is important for students to understand that as an organism increases in size; their surface area must increase greatly to maintain adequate levels of exchange. This principle is fundamental to understanding many biological concepts (i.e gas exchange).
· Understanding the function of each organelle creates a foundation to build on new concepts. (i.e. understanding the function of the mitochondria will help students understand why muscle cells contain a lot of mitochondria)
· A recurring theme in biology is how the structure of a cell related to its function. It is important that students grasp this concept.
· Detailed descriptions of the structure and function of the cytoskeleton (including microtubules, microfilaments and intermediate filaments)
· Details of the extracellular matrix (ECM)
· Intercellular junctions (tight junction, gap junction and anchoring junction)
/difficulties connected with teaching this idea.
Some students who have trouble with mathematics may find the surface area to volume relationship difficult. Some textbooks make this concept look a lot harder than it actually is. All the multiplication and ratio conversion may initially throw students off.
(and particular reasons for using these to engage with this idea).
This interactive activity allows students to explore plant and animal cells.
http://www.cellsalive.com/cells/cell_model.htm
Heinemann Biology One (4th edition)- eBiology 1 CD: Interactive Tutorial- Cells and organelles.
Students can also design their own biological animation.
Experiments
Nelson Biology VCE Units 1& 2 Student Activity Manual (2009)
Chapter 9- Exchange of gases and transport of materials
Page 96- 98.
Cut and Paste Activity
This activity challenges students to make original functional anologies between cell structures and everyday objects. The analogies are illustrated by pictures cut from magazines and newspapers. The activity encourages critical thinking by requiring students to clearly state and explain their analogies.
Details of the activity can be found at the following website:
http://www.accessexcellence.org/AE/ATG/data/released/0164KatharineNoonan/index.php
3D Construction
Students can use a combination of materials (plasticine, containers, lids, cardboard etc...) to create a 3D construction of a cell. Students must label all parts and include a brief description of the function of each organelle. (Rubric provided)
http://www.biologycorner.com/worksheets/cellmodel.html
Venn Diagram
Draw a Venn diagram to compare the differences and similarities between plant and animal cells
Biology Network Resources- Year 11
· Engaging activities
· Cell Theory
· CELLS PowerPoint
· Cells Game
· Cells Project
http://www.users.on.net/~urbanrp/Year%2011%20SACs.htm
*(password required)
A series of worksheets can be used to consolidated student understanding. Some can be set as homework tasks to reinforce material covered during class. These sites contain numerous worksheets relevant to this area of study (i.e crosswords, fill in the blanks, drawings etc...)
http://www.biologycorner.com/worksheets.html
http://www.teach-nology.com/worksheets/science/cell/
Heinemann Biology One Student Workbook (4th edition):
Worksheet 3- Matchmaker- the structure of cells
Worksheet 4- The inside story on cell structcure- cells and organelles
Biozone Student Activity Manual (2009 Edition ).
Worksheets/pages
The Cell Theory-68
Optical Microscopes-75
Electron Microscopes-77
Bacterial Cells-79
Plant Cells-81
Animal Cells-82
Unicelluar Eukaryotes-83
Identifying cell structures-84
Levels of organisation-105
*Biozone also has a free database called ‘Biolinks’ that provides access to numerous resources specific to cell biology.
http://www.biozone.com.au/biolinks/CELL_BIOLOGY.html
The analogy activity can be used to assess whether students have any misconceptions about the functioning of a particular organelle. Sometimes students can make links that are not quite accurate.
Asking direct questions to students is a way to ascertain what students know. Using application questions will help determine the student’s level of understanding Eg. “ Sally why can’t organism rely solely on diffusion to exchange materials with their surroundings?”